Summary: Students will take out their question and answer sheets that were homework from the night before. They will swap question sheets with their partner and use textbooks to answer the questions. They will then correct themselves by looking at the answer sheet. If they don't understand an answer to a question, they will have their partner explain the answer to them. Explaining concepts to their partner will help students engage in meaningful learning of the material. While they are working on this, I will walk around the room and check off their homework as either check plus, check, or check minus, or zero depending on the effort they put into the assignment. We will then take notes as a class on the beginning pages of Chapter 11. This should leave about 30 minutes left in the period. The lesson will conclude with a Punnett square activity that allows students to practice monohybrid crosses.
Objectives: Students will be able to cite and explain the key terms and concepts of Chapter 11 of their textbook and realize how they relate to each other. Students will be able to successfully complete a monohybrid cross in a Punnett Square and list the genotypic and phenotypic ratios that result from each cross. Students will practice the study strategy of explaining the terms and concepts to another person in order to engage in meaningful learning of the material.
Materials: Overhead projector and notes Punnett square worksheet
Instruction: Opening: "Did anyone find any explanations for our inquiry activity yesterday by reading the textbook?" -Have a discussion about students' new ideas about what happened to the second trait in the inquiry from the day before after completing last night's homework. "Now we need to back track a little to have a complete understanding of Mendel and his theories of genetics. You should be a little more familiar with the correct genetics terms after doing your homework last night." I will then explain what students will be doing with their homework from the night before. They will exchange question sheets with their lab partners and use their textbooks to answer their partner's questions. They are to have their partner explain to them any concepts that are confusing to them and they can use the answer sheets to correct themselves.
Middle: Since students now have background knowledge about Mendel and his basic theories of genetics, I will actively involve them in note-taking by having them teach certain parts of the textbook to the rest of the class. This will not be a very formal activity. I will have an overhead of all the notes and I will keep them covered until we talk about each section. As I uncover parts of the notes, students will copy them down into their notebooks. The overhead notes are used to make sure that students have the correct information written down so that any wrong explanations are corrected in their notes. This should take about half of the period. The notes will cover fertilization and cross-pollination of flowers, genes, alleles, the principle of dominance, gametes, segregation, probability, homozygous, heterozygous, phenotype, genotype, and Punnett squares.
The second half of the period will transition into practicing monohybrid crosses in a Punnett Square. I will provide students with a worksheet that has multiple monohybrid cross problems. They will be allowed to work with partners on all the questions but the last one. The last question is a challenge question that requires use of the product rule and indepth thinking. If students are able to get this question correct, I will give them one extra point on their future quiz. This will serve as a source of motivation for students to put in effort to try and figure out the challenge question.
Closing:
With five minutes left of class, I will draw a Punnett Square on the board. I will get the attention of students and ask for a volunteer to come up to the front of the room and perform a cross of two heterozgous individuals. I will correct them if any mistakes are made because students will copy this down in their notebooks. I will then ask for another volunteer to share the genotypic and phenotypic ratios that result from the cross. This closing activity should make sure that students leave the class with the main point of the lesson- determining ratios from monohybrid crosses.
Homework: Finish the Punnett square questions if you haven't already. Read pages 317 and 318 of your textbook. Write a paragraph explaining the principle of Independent Assortment and how it affects the procedure of making a Punnett Square.
Assessment:
1. Formative assessment- I will check the homework and count it as a check plus, a check, check minus, or zero.
2. Diagnostic assessment- I will use the note-taking activity to see how well students can learn by reading a textbook and developing questions from it.
3. Formative assessment- The Punnett square questions will be counted as a classwork grade.
4. Diagnostic assessment- The closing activity will show me what students took away from the lesson and will give me an idea of what I have to review.
Summary: Students will take out their question and answer sheets that were homework from the night before. They will swap question sheets with their partner and use textbooks to answer the questions. They will then correct themselves by looking at the answer sheet. If they don't understand an answer to a question, they will have their partner explain the answer to them. Explaining concepts to their partner will help students engage in meaningful learning of the material. While they are working on this, I will walk around the room and check off their homework as either check plus, check, or check minus, or zero depending on the effort they put into the assignment. We will then take notes as a class on the beginning pages of Chapter 11. This should leave about 30 minutes left in the period. The lesson will conclude with a Punnett square activity that allows students to practice monohybrid crosses.
Objectives:
Students will be able to cite and explain the key terms and concepts of Chapter 11 of their textbook and realize how they relate to each other.
Students will be able to successfully complete a monohybrid cross in a Punnett Square and list the genotypic and phenotypic ratios that result from each cross.
Students will practice the study strategy of explaining the terms and concepts to another person in order to engage in meaningful learning of the material.
Materials:
Overhead projector and notes
Punnett square worksheet
Instruction:
Opening:
"Did anyone find any explanations for our inquiry activity yesterday by reading the textbook?"
-Have a discussion about students' new ideas about what happened to the second trait in the inquiry from the day before after completing last night's homework.
"Now we need to back track a little to have a complete understanding of Mendel and his theories of genetics. You should be a little more familiar with the correct genetics terms after doing your homework last night."
I will then explain what students will be doing with their homework from the night before. They will exchange question sheets with their lab partners and use their textbooks to answer their partner's questions. They are to have their partner explain to them any concepts that are confusing to them and they can use the answer sheets to correct themselves.
Middle:
Since students now have background knowledge about Mendel and his basic theories of genetics, I will actively involve them in note-taking by having them teach certain parts of the textbook to the rest of the class. This will not be a very formal activity. I will have an overhead of all the notes and I will keep them covered until we talk about each section. As I uncover parts of the notes, students will copy them down into their notebooks. The overhead notes are used to make sure that students have the correct information written down so that any wrong explanations are corrected in their notes. This should take about half of the period. The notes will cover fertilization and cross-pollination of flowers, genes, alleles, the principle of dominance, gametes, segregation, probability, homozygous, heterozygous, phenotype, genotype, and Punnett squares.
The second half of the period will transition into practicing monohybrid crosses in a Punnett Square. I will provide students with a worksheet that has multiple monohybrid cross problems. They will be allowed to work with partners on all the questions but the last one. The last question is a challenge question that requires use of the product rule and indepth thinking. If students are able to get this question correct, I will give them one extra point on their future quiz. This will serve as a source of motivation for students to put in effort to try and figure out the challenge question.
Closing:
With five minutes left of class, I will draw a Punnett Square on the board. I will get the attention of students and ask for a volunteer to come up to the front of the room and perform a cross of two heterozgous individuals. I will correct them if any mistakes are made because students will copy this down in their notebooks. I will then ask for another volunteer to share the genotypic and phenotypic ratios that result from the cross. This closing activity should make sure that students leave the class with the main point of the lesson- determining ratios from monohybrid crosses.
Homework: Finish the Punnett square questions if you haven't already. Read pages 317 and 318 of your textbook. Write a paragraph explaining the principle of Independent Assortment and how it affects the procedure of making a Punnett Square.
Assessment:
1. Formative assessment- I will check the homework and count it as a check plus, a check, check minus, or zero.
2. Diagnostic assessment- I will use the note-taking activity to see how well students can learn by reading a textbook and developing questions from it.
3. Formative assessment- The Punnett square questions will be counted as a classwork grade.
4. Diagnostic assessment- The closing activity will show me what students took away from the lesson and will give me an idea of what I have to review.